Internet-Based Multimedia Resources for Online Learning

For this assignment I chose the following two sites.  There is a wealth of information on the internet and educators have to make sure that it aligns with their instructional goals.  In addition to what a learner has to master with the Universities online site educators also have outside expectations of their students and must keep in mind that exploring a school’s site can be the first time that an online student has engaged in an online program therefore lots of direction and student monitoring could possibly be needed. By involving cyberstudents in activities that utilize games and simulations, real-life skills can be enhanced and learning can be made fun (Conrad and Donaldson, 2011, p. 101).

Google Docs http://docs.google.com

Google Docs is a Web-based word processing, presentation and spreadsheet program offered by Google.  This software is similar to the Walden online website and most online educational websites in that students can connect from any device that is internet accessible.  With this technology adult learners are able to collaborate on group projects at the same time by tracking and updating data, take quizzes, check grades and form discussions all on line.  I selected this technology because it’s free it does not require the need to sign up for any license.  I would use this technology to specifically allow multiple students to work outside of the classroom in groups several would be able to collaborate on one document as a group assignment then present as a group in addition I would build on conversations via discussion board and/or blog. 

 

Reading Companion http://www.readingcompanion.org/ReadingCompanion/testimonials.jsp

This speech recognition technology assists with teaching students to read.  A reading monitor reads information to the student and then the student is afforded the opportunity to read the information back.  If the student is successful he/she receives positive feedback if not the user is able to try again.  As the students reading skills improve the monitor reads less and the student reads more on their own.  I selected this technology because ELL students need lots of practice hearing accurately spoken words and being given the opportunity to practice for accuracy and understanding on their own.  I would use this program in the classroom during instruction so that the students could revisit the material in class and at home.  I would also set up online tutorials for the student to utilize at home over the weekends and breaks.

 

 

Conrad, R.M. and Donaldson, J.A. (2011). Engaging the Online Learner: Activities and Resources for 

Creative Instruction. San Francisco, CA. Jossey-Bass.

Effective Online Learning Experiences

Week 3:  Setting Up Effective Online Learning Experiences

The steps for setting up an effective online learning experience for adult learners should not be that much more different than that of a face-to-face adult class.  The most important thing should be the instructor’s connection with the content.  Does the instructor have a wealth of background knowledge and experience with the course to help direct and support learning adults or no different than children when it comes to learning we need someone to learn from to.  This helps to set up the learning environment and what is expected of students.  Learning online only takes place when the instructor and students are engaged in the material and one another. 

Online learners depend on each other to build knowledge based on constant feedback from each other.  While in a face-to-face class students take notes, take a test and write papers and experience a great deal of interaction with the instructor and peers.  With online classes there is this notion that independent discipline is a must.  Students must make it a point to read and re-read for understanding how to navigate an online university from the course page to the resources of the course and the university’s library.  Students answer discussion questions, post papers and as in this course create blog pages.  A lot depends on the clarity of written communication because online is in a sense not in real time.  If there’s a question you have an area you can email the instructor for assistance or call during normal business hours (keep in my online means students from all over the world with different time zones).  But for the most part there’s a technology support line to help with technical difficulties.

In planning a face-to-face course, many faculty devote significant time to creating and developing lectures.  For online teaching, the time spent in preparing lectures transforms into preparing short text, audio or video introductions or mini-lectures, developing and managing threaded discussions, and monitoring other student spaces, such as forums on the course site (Boettcher and Conrad, 2010, p. 65).  The instructor should always keep the discussions interesting, because they have an advantage with communicating with students that face-to-face instructors don’t have.  Investing time in developing good questions for the discussion boards and planning out the scoring rubrics and evaluation of the discussion boards makes a real difference in how quickly a learning community starts to form in a course (Boettcher and Conrad, 2010, p. 66).  I think online students are willing to respond and share more not only about the course but also about themselves opposed to in a face-to-face course.     More simply put just keep in touch with students and provide them with as much feedback that fosters positive learning as possible.

Aubrey

 

Boettcher, J.V. and Conrad, R.M. (2010). The Online Teaching Survival Guide: Simple and  

      Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.

Week 1: Online Learning Communities

When I reflect on my experience as an online learner I have to agree with Dr. Palloff and Dr. Pratt with online learning the Instructor can’t be the focus of attention is not a face-to-face show where all eyes are on the instructor, but rather students and their ability to communicate with one another and build conversations that foster feedback and learning from each other.  Students cannot be passive knowledge-absorbers who rely on the instructor to feed information to them.  In an online course, it is imperative that they be active knowledge-generators who assume responsibility for constructing and managing their own learning experience (Conrad and Donaldson, 2011, p. 5).  There has to be a sense of accountability for students taking ownership of their learning by actively engaging with their peers and instructor every step of the course.  The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more than a lecture-oriented course in which interaction is primarily between the learner and the content or the learner and the instructor (Conrad and Donaldson, 2011, p. 4-5).  Online learning gives every student the opportunity to have a voice and grow academically with their fellow classmates at the same time.  Online offers students the forum to communicate openly especially those learners who are reserved to speak out in face-to-face classes.   Often times in face-to-face classes only a few students participate in discussions, but online every student participates in some way whether it’s with personal experience or building off of the experiences of others.  Online learning communities can be sustained by instructors making learning student centered, engaging in discussions, providing feedback, ensuring that the course is learner friendly without millions of navigations and posting places, making sure the technical help is available 24/7 and access can be from anywhere.  The relationship between community building and online learning is that the curriculum should be designed to promote individual and group activities that enhance continuous learning.  They should be real world applicable as possible.

Conrad, R.M. & Donaldson, J.A. (2011). Engaging the Online Learner:  Activities and

      Resources for Creative Instruction. San Francisco, CA: Jossey-Bass.

 

 

Welcome To Aubrey's Blog Page

Hello Fellow Classmates!

Happy New Year!

Welcome to my blog page.  This is my second certification course with Walden University.  I must say I have truly learned alot the last 8 weeks ~ I had no idea that there was so much to this big world of technology.

I look forward to learning and growing with each of you!

Aubrey

Week 8

Week 8 Educational Technologies Blog

I visited one of Revonne’s site:  http://vtisp.org/resources/vocabulary/digital-citizenship/ it defines for users the nine elements that comprise being a solid digital citizen.  The user is able to click into each of the nine elements and read a prompt with resources.  What I like most about this site is that it is adult and child friendly.  The cite has different individual and group tasks.  The curriculum is designed to accommodate Pre-K thru 12^th grades.  It has a professional development component for teachers and a resource page for parents.  I would use this site to introduce digital citizenship to students and to build on professional development with teachers who use technology in their classrooms.

I also visited Chris’ site:  http://www.isafe.org/ an internet safety site.  It is designed for K-12 programs teaching students about internet safety.  Each lesson includes activities and class discussions.  What is most interesting about this site is not only is it educational for students, but it also encourages educating parents by hosting a parent night.  The program also calls for law enforcement teaching a Predator identification awareness section.  I would use this site as a teaching component of internet safety for educators and to have students create a campus wide internet safety campaign not only for the campus but for their entire family.  This site makes it easy for the entire community to be involved in internet safety.

 

 

 

 

 

Week 7

http://lrs.ed.uiuc.edu/students/bweinert/304code.htm

Curriculum Technology and Education Reform (CTER)

Since technology and computers have become an important part of our daily lives, it is equally important that technology be fused into the education process. Not only must educators exhibit ethical excellence in how technology is used in their profession, but educators must instill the same standards in their students.

I chose this site because of the ethics component for educators and students.  One of the things educators struggle with in classrooms today is the use of technology along with traditional teacher talk instruction.  Our curriculum is requiring that technology be a large part of what students are learning in the classrooms today.  This site addresses the use of technology with students in the classroom and the importance of teacher and student ethics.   I would use this site with adult students to address Acceptable Use Policy and how to improve education with the use of technology with lesson plans.

 

http://www.digitalcitizenship.net/Nine_Elements.html

Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.  This website reaches out to educators, parents, users addressing the latest technology uses.  The digital resources are linked to education and social media.  I like the fact that the site has tons of resources for educators, students and parents from driver’s licenses activities to literacy website resources.  I would use this site to assist parents and students at home with assignments and research projects.  The safety and security resource Pointsmart.ClickSafe helps kids be smart and safe online.  I would use the resource activities for trainers of adults to assist me with teaching online allows educators to discover new ideas for teach digital technology.

Distance Education Technologies

http://suite101.com/article/what-are-ebooks-and-how-are-they-read-a65603

E-books are simply digital or electronic versions of paper books. Instead of being printed onto paper and bound into books, the text is formatted into a digital file and read via a special e-book reader, computer or other electronic device.

Specialist software such as Mobipocket or eReader allow e-books to be accessed on a wide variety of devices including pda´s and mobile phones. E-books are available in a large number of formats ranging from simple pdf files to formats with sophisticated in build functionality. While basic formats simply allow the text to be read on the screen, added functionality such as the ability to annotate text or add bookmarks gives greater flexibility to the reader.

There are a wide range of e-books available ranging from the latest bestseller to books written and published by an aspiring author. All genres are covered including non-fiction and fiction, and a growing number of newspapers and magazines are available in an electronic format. The ease of publishing e-books means that books on specialist or niche subjects which might not previously been viable can now be published electronically.

I selected E-Books because of its mobility the ability to have a library at your finger your via the Library E-Books component.  You can also back up books without worrying about fire-proofing your books.  Students are able to read assigned material from anywhere without having to log-in to a university and navigate to get to the library and then find the assigned reading selection.

I would incorporate e-books into my personal practice for use of research and to assign course subject matter readings.  For example, the books for the last several courses I’ve taken I’ve  hardly use especially when it comes to research.

http://www.arastirmax.com/bilimsel_yayin/turkish-online-journal-distance-education/7/2/_pdas-revolutionizing-way-we-learn-and-teach

 

Miniature handheld computers called PDA’s are not only bombarding corporate America,
but they are also noticeably making their mark on college campuses. The question is,
how much impact are they making on the way students learn and instructors teach.
These devices were born from a simple calculator and over two decades have transformed
into a walking computer complete with Internet access.
With the advancement in technology and data speeds it is evident PDA’s will continue to
add value to education in the future.

I selected PDAs because many adults are enrolled in classes to enhance not only their education, but their current careers.  The PDA would give one the ability to make connections with work and school with the device.

I would incorporate the device by expanding on and providing feedback to teachers regarding walk-through observations and to connect with other professional in regards to educational practices.